By José Jesús Reyes Nuñez, Anita Rohonczi, Cristina E. Juliarena de Moretti (auth.), Anne Ruas (eds.)

This ebook is produced from a variety of the easiest papers provided throughout the twenty fifth foreign Cartography convention which used to be held in Paris among third and eighth July 2011. The scope of the convention covers all fields of correct GIS and Mapping learn topics, comparable to geovisualization, semiotics, SDI, criteria, information caliber, info integration, generalization, use and person concerns, spatio-temporal modelling and research, open resource applied sciences and net prone, electronic illustration of historic maps, background of GIS and cartography in addition to cartography for faculty young ones and education.

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Furthermore, some developing projects were also objects of a brief presentation and reassessment aiming at a future methodological guidance. Geoinformation: a social Issue 37 2- Approach & methods From the theoretical point of view, the focus of the geoinformation issue arises from the basic understanding that space is information and is likely to be represented by maps and geographic information systems, which are greatly useful for spatial analysis and the base for education and regional and urban planning actions.

The National Office for Research and Technology of Hungary, and the project 68302 of the Hungarian Scientific Research Fund (OTKA). References Bertin J (1983) Semiology of graphics. University of Wisconsin Press Chernoff H (1973) The use of faces to represent points in k-dimensional space graphically. Journal of the American Statistical Association, 68:361–367. Dorling D (1991) The Visualization of Spatial Structure. PhD dissertation. Department of Geography, University of Newcastle upon Tyne. html.

This also makes it easier for the users to make criticisms about the atlas. Therefore, the production of local school atlases requires extensive research to avoid such problems. The Production of Maps for Students in the Context of School Culture 27 Thus, school cartography research within the context of teacher education and the production of curricula can be conducted in two ways: the first, by adapting theoretical and technical knowledge about cartography to primary and secondary school contexts, thereby establishing a clear difference between university and school knowledge.

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